ProjectC1
THE COGNITIVE PROCESS DIMENSION
2. 3.
UNDl!RSTAND APPLY
Project ln1
4.
ANALYZE
Activities forAd/1 Project ln2
Activities forActs II,
IV,and V Project ln2
s.
EvALUATE
Activities for Ad III
Adivities for Acts III and/V
Objective 1
=
Students will see the relevance of literary works such as Macbeth to their own lives.Objective 2 == Stud.ents will remember important details about the play.
Project lnl == Instructions: Choose any scene and rewrite with modern language in modern setting.
Project ln2
=
Instructions: Create an edition of The Scotland Chronicle dealing with newsworthy events.Project Cl = Criteria: accuracy.
Projects C2, 3, 4, and 5
=
Criteria: thoroughness, creativity, attractiveness, correct form.6.
CREATI!
Adivities forActs II and III Project ln1;
Project ln2 Adivities for Ads II and III Project ln1;
Project ln2;
Project C3
Dark shading indicates the strongest alignment-an objective, an instructional activity, and an assessment are all present in the same cell. Lighter shading indicates two of the three are present.
148 Section III The Taxonomy in Use
Because these cognitive process categories are not included in the statement of objectives or on the assessment, we believe Ms. Jackson used them in an at- tempt to increase her students' understanding of the play. This is a good illus- tration of the use of more complex cognitive processes in an effort to help stu- dents rnore thoroughly achieve less cornplex objectives. The intent in such instances is not mastery of the complex processes sufficient for thern to be in- cluded as unit objectives, but just enough practice with thern to result in deeper processing of the students' understanding.
lt is interesting to note that not a single instructional activity related di- rectly to the second objective {i.e., Students will rernember important details of the play). Students apparently were expected to acquire this knowledge as they watched the film, read and acted out the play, and participated in the various activities.
THE ASSESSMENT QUESTION
The two formal assessments were the group project and the final unit test.
These two assessments lay at opposite ends of the cognitive process contin- uum, with the group project requiring Create and the test Remember. Only one of the five criteria used to evaluate the group project focuses on Create. Two of the criteria focus on the content of the play: accuracy and thoroughness. The other two criteria emphasize the form of the finished product: attractiveness and correct form.
Table 9.3 shows some inconsistency between the instructions given to the students for completing the project (Inl and In2), which appear in cells A2, B2, A4, 84, A6, and 86, and the criteria used to evaluate the completed projects (Cl through CS), which appear in cells Al, B2, and B6. One would expect the in- structions and criteria to be classified in the same cell. Instead, they are in two cells: 82 (understand conceptual knowledge) and 86 (create [based on] conceptual knowledge). However, the instructions are placed in four cells that have no crite- ria: A2 (understand factual knowledge), A4 (analyze [based on] factual knowledge), B4 (analyze °[based on] conceptual knowledge), and A6 (create [based on] factual knowledge). Further, one criterion is in a cell that has no instructions: Al (remem- ber factual knowledge). Students could thus have trouble if their expectations for what counts toward a grade lead them to concentrate their efforts to the exclu- sion of other important aspects, such as not studying the factual knowledge as- pects of the play.
THE ALIGNMENT QUESTION
We can clearly see the alignment of objectives, instructional activities, and assessments in Table 9.3. The final test is aligned with the second objective, remembering important facts about the play. As mentioned above, how- ever, no instructional activities relate directly to either the objective or th.e final test.
Chapter 9 Macbeth Vignette 149
There is reasonable alignment between the instructional activities and the group project. As mentioned earlier, Ms. Jackson allocated five days of class- room time for students to work on the project. In addition, most of the instruc- tional activities focused on helping students develop Conceptual knowledge (row B of the Taxonomy Table).
The misalignment is more evident when we consider the cells of Table 9.3 rather than the rows and columns. For example, although most of the instruc- tional activities emphasize Conceptual knowledge, they differ in the cognitive processes they demand from students. In many cases, these demands are be- yond Understanding, which is the target of the second objective. As we men- tioned earlier, however, it may weil be that Ms. Jackson was attempting to de- velop a deeper and more enduring understanding by getting students to work at the so-called higher cognitive levels. Similarly, although the Create column contains both instructional activities and assessments, it does not contain an objective. lt seems reasonable that Understand (the cognitive process in the ob- jective) should be one of the criteria used to assess the group project.
PART 5: CLOSING QUESTIONS
As with the analysis of all our vignettes, we were left with a few unanswered questions. We raise two of the most important in this'closing section.
1. What is the role of the more complex cognitive proc:ess categories in the development of Conceptual knowledge? Ms. Jackson wanted to help students see relationships between the play and their own Jives. The pathway to accomplishing this objective was to use Conceptual knowledge.
Most students know "tragic heroes"; they experience "irony." Concepts such as these enable them to make the connections desired by
Ms.
Jackson.Although her focus was on understanding conceptual knowledge, Ms. Jackson engaged her students in discussions at higher levels of cognitive process- ing (e.g., Analyze, Evaluate, and Create). It seems reasonable to assume that Conceptual knowledge can be developed via these activities.
2. What are the advantages and disadvantages of student choice of activi- ties and assignments? Ms. Jackson gave her students choices several times during the unit. For example, she let them choose which film to watch for the entire unit. This was an informed choice; that is, it was based on a comparison of the same scene presented in three different film ver- sions of Macbeth (see Attachment A). Students also had a choice of group projects. In this case, however, students were undoubtedly unaware of the differences in cognitive demands among the projects as suggested by our analysis (see Table 9.3). Quite by accident, different groups of students could have chosen less complex or more complex assignments, less diffi- cult or more difficult ones. Because the same scoring guide was used for all assigrunents, this choice of assignments could result in differences in the grades students earned simply because of the assignments, not
1 so Section
m
The Taxonomy in Usebecause of the quality of their work. Teachers often try to compensate for this in assessment, but it is difficult.
The two instances of student choice are quite different. In the first case, student choice of film is based on information and group consensus.
As such, it quite likely contributed to increased interest and ownership on the part of students. In the second instance, choice of group project is per- haps a confounding factor in the grades assigned to them. The proper use of student choice and the amount of information students need to make
"good" choices, as weil as the implications of different student choices for achieving various objectives and for grading, are issues that need addi- tional consideration by teachers and researchers.
ATTACHMENT
A
CHART COMPARING THREE FILM VERSION& OF MACBETHRoman Polanski OrsonWelles Setting
Sound
Ughting
Special Effects
Witches
Macbeth
Lady Macbeth
BBC
ATTACHMENT
B
A COMPARISON/CONTRAST ESSAY ON THREE FILM VERSIONS OF WILLIAM SHAKESPEARE'& MACBETH1. The introduction should address the questions of what a good film version of Macbeth should con- tain. The introduction should also take steps to engage the interest of the reader.
2. The thesis statement is the most important part of the introduction. The thesis should focus on cinematic effects (setting, sound, lighting, special effects) and characterization (Macbeth, Lady Mac beth, the witches) in the scenes viewed from each of the three films. Statements should be made re garding the relative merits of each film.
3. The body of the essay should develop the ideas established in the thesis Statement. Use either the block form (each film discussed separately) or the subject form (the cinematics effects of each film are discussed, then the characterization).
4. The conclusion should restate the main idea and end with a statement as to which film version is the most effective and true to the play's purpose.
Write introduction here:
ATTACHMENT
C
MACBETH FILM J'OURNALApproximately five class sessions will be devoted to watching the selected film version of Macbeth, one viewing session after we finish reading and discussing each act in dass. Each student is asked to keep a journal of his or her impressions. opinions. and questions about the film. There should be one entry for each day of reviewing, each of 1 to 2 paragraphs.
The content of the joumal is primarily up to you, but effort should be made to address certain aiteria.
As was done in the comparison/contrast essays written earlier; students should comment regarding the cinematography (setting, lighting, sound, special effects) and characterization (especially Macbeth, Lady Macbeth, Banquo, MacDuff, and the witches). Other points to consider would be how certain episodes are staged-for example, the dagger scene, the banquet scene, the sleepwalking scene, and Macbeth's murder. Also, if there are any scenes left out or changed in any significant way, this needs tobe addressed in the journal.
The last joumal entry should state what you found most effective in the movie and what you objected the most Remember there are no right or wrong opinions. but any opinion must be based on evidence.
ATTACHMENT
D
TEACHER ASSESSMENT OF GROUP PRO.JECTSResearch
Accuracy (30%)
Thoroughness (30%)
Presentation
Creativity (15%)
Attractiveness (15%)
Correct form (10%)
TOTAL
ATTACHMENT
E
FINAL TEST1. Matching: Match the following with the names to the right Some names will be used more than once. (2 points each) 1. 1s executed and forfeits his title to Macbeth.
2. Reveals his suspicion of Macbeth's guilt by not attending the coronation.
3. 1s seen approaching Macbeth's castle, to his great horr!)r and disbelief.
4. 1s the cause of Macbeth's •fit• at the banquet 5. Claims to be even more evil than Macbeth.
6. ls the Thane of Fife.
7. Names Malcolm, Prince of Cumberland.
8. Often brings bad news to the other characters.
9. Macbeth's castle.
1 0. 1s killed by Macbeth during Macbeth's final battle.
1 1 . Will • get• kings.
12. Smears blood on King Duncan's sleeping guards.
13. Gives instructions to trap Macbeth with a false sense of security.
14. Flees to lreland to avoid being unjustly accused of murder.
15. 1s angry at being left alone without protection.
16. Kills Duncan's guards.
17. ls reported to have committed suicide at the end of the play.
18. Was ·untimely ripp'd• from his mother's womb.
19. Barely escapes being murdered at the same time as his father.
20. 1s with Macbeth when he first sees the witches.
A. Hecate B. Duncan C. Malcolm D. Banquo
E. Lady Macbeth F. Lady MacDuff G. Ounsinane H. Macbeth
1 MacDuff J. Ross K. Young Siward L. Fleance M. Thane of Cawdor
N. Banquo's ghost O. Birnam Wood
P. Donalbain
(continued)
15S
ATTACHMENT
E
FINAL TEST (CONTINUED)II. Short Answer. Fill in the blanks with the correct word or phrase. (3 points each)
1. What country is the main setting of Macbeth?
2. What is Macbeth's tragic flaw7
3. What does the helmeted head tell Macbeth to beware of?
4. Why does Lady Macbeth not kill Duncan herself?
5. How many apparitions do the witches show Macbeth?
6. What is the only comic scene in Macbeth?
7. What does Macbeth think he sees just before Duncan's murder7
8. When does the old man report that there were great disturbances in nature?
9. Where does Malcolm go after his father is killed7
10. Who observes Lady Macbeth walking in her sleep?
ATTACHMENT
E
FINAL TEST (CONTINUED) III. Quotes. In romplete sentences tell (1) who says it, (2) to whom it is said, and (3) what the circumstances are. (5 points each)1. •Lay on, MacDuff. and damned be him that first cries, 'Hold, enough!"'
2. "Fair is foul. and foul is fair:
3. • Fail not our feast. •
4. "ls this a dagger I see before me, the handle toward my hand?"
5. • Look like the innocent flower, but be the serpent under it. •
6.
·out,
damned spotl Out, 1 sayl"C H A P T E R 10
Addition Facts Vignette
This unit on strategies for memorizing addition facts that sum. to 18 or less was developed and taught by Ms. Jeanna Hoffman.
The unit is part of the school district's second-grade core curriculum, and ad- dition facts are included on the currently used standardized test. The unit is taught early in the year. There is so much to teach in the core curriculum that it is beneficial to teach students how to memorize these facts early in the year.
lt is more efficient for students to have the basic facts memorized before they move on to the whole-number addition (and subtraction) algorithms. Students already have been exposed to the concept of addition (in first grade and again earlier in second grade) through the use of manipulatives. Memorizing addi- tion facts is difficult for many students. Usually, a handful of students begin second grade knowing all of the addition facts to 18. Most students have a good understanding of addition facts to 10. Once surns to 1 8 are begun, however, well over half the students use their fingers. Same stil I do by the end of second grade.
Generally, the dass of second graders contains from 20 to 24 students.
The classes tend tobe heterogeneous in terms of achievement, and the stu- dents, for the most part, are motivated. The unit lasts approximately three weeks depending on the students' previous experiences with memorizing addition facts. lt would be better to spend more time on this objective, but there are so many other objectives to cover in the curriculum. Review of many of the memorization strategies will take place throughout the school year to remind students of them and to see whether they are retained and being used.
PART 1: 0B.JECTIVES
The major objective of this three-week unit is that students will recall addition facts (sums to 18) without manipulatives. The longer-term objectives are to help students (1) understand the efficiency of memorization (in certain circum- stances) and (2) gain a working knowledge of various rnemorization strategies.
In concrete terms, students should be able to compute horizontal and vertical
COMMENTARY
Chapter 10 Addition Facts Vignette 1 &9
sums. The sums are of both two and three single-digit whofe numbers (pro- vided they do not exceed 18). Examples would include:
6+7= 5+7+3= 7 4
+9 +5
+5
In terms of the Taxonomy Table, the major objective of the unit is straightfor- ward: remember factual knowledge. The other two "longer-term" objectives are examples of understand metacognitive knowledge (specifically, knowledge of gen- eral strategies and knowledge about cognitive tasks} and apply procedural knowledge (assuming that "working knowledge" refers to knowledge that can be used or applied). The "various memorization strategies" constitute Proce- dural knowledge. Note that we dassify this third objective as Procedural knowl- edge rather than Metacognitive knowledge because the "strategies" are specific to memorizing "math facts" (including addition, subtraction, multiplication, and division). Thus, the "strategies" have limited generalizability. The Metacogni- tive knowledge component comes from students understanding which strategies
ai'e most and least effective for them personally.
The placement of these three objectives in the Taxonomy Table is shown in Table 10.1.
PART 2: INSTRUCTIONAL ACTIVITIES
COMMENTARY
"Pocket facts" is an activity that begins the unit and is ongoing throughout it.
Each day, as students enter the cf assroom, they pick a "fact strip" from a bas- ket. Each student is expected to memorize this fact. Periodically, during the day, students are asked to recite their facts. Parents, the principal, custodians, cafeteria workers, and others know about the facts and can ask the students to recite them. The next morning each student writes his or her facts in his or her upocket facts" book and picks a new fact.
"Pocket facts" emphasizes remembering factual knowledge. This activity takes place every day.
"Mad Math Minute" is an activity that begins the second week of school and continues daily throughout the school year. The students have one minute to complete 30 addition exercises. Halfway through the year, this is increased to 35. Mad Math Minute sheets are constructed so that within an eight-day
period, students begin with exercises having a 2 as one of the addends, then
10.1
ANALYSIS OF THE ADDITION FACTS VIGNETTE IN TERMSOF THE TAXONOMY TABLE BASED ON STATED 0B.JECTIVES
THE COGNITIVE PROCESS DIMENSION THE
KNOWLEDGE 1. 2. 3. 4.
DIMENSION REMEMBER UNDERSTAND APPLY ANALYZE
A.
FACTUAL KN0WLEDGE
Objective 1
B.
C0NCEPTUAL KN0WLEDGE
c.
PR0CEDURAL KN0WLEDGE
Objective 3
D. -
META•
C0GNITIVE KN0WLEDGE
Objective 2
Key
Objective 1 = Recall addition facts (sums to 18).
Objective 2 = Understand the efficiency of memorization (in certain circumstances).
Objective 3 = Gain a working knowledge of various memorization strategies.
s.
EVALUATE
6.
CREATE
COMMENTARY
COMMENTARY
COMMENTARY